“IMPLEMENTING ENGLISH FLIPPED LESSONS THROUGH SOFLA FRAMEWORK”
Online flipped classroom does not defer a lot from the traditional flipped classroom. The only difference is that it is developed in an online environment. The pre-work is developed asynchronously and the classroom teaching is developed synchronously. However, there are a lot of questions about this...
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| Formato: | bachelorThesis |
| Idioma: | eng |
| Publicado em: |
2022
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| Acesso em linha: | http://repositorio.utc.edu.ec/handle/27000/9380 |
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Adicionar Tag | Resumo: | Online flipped classroom does not defer a lot from the traditional flipped classroom. The only difference is that it is developed in an online environment. The pre-work is developed asynchronously and the classroom teaching is developed synchronously. However, there are a lot of questions about this new methodology. This study has identified the advantages and drawbacks of implementing the online flipped classroom methodology by means of Synchronous Online Flipped Learning Approach (SOFLA) Framework in a mixed level English class at the Technical University of Cotopaxi. This was a qualitative study that analyzed eleven students of fifth A and B semester, and one English teacher’s experiences in a teaching learning experience with Flipped classroom, which was applied during eight English productive lessons. An interview was conducted to the teacher and focus groups to three groups of students: strong, average and weak students. A thematic analysis was applied in order to analyze and categorize data from transcriptions. Findings show that there are some advantages and drawbacks of implementing online flipped lessons through SOFLA Framework. The advantages are: a) good learning experience, b) language learning, c) collaborative work, d) learning from mistakes, and e) peer feedback. These categories showed that students had good experiences with the method thanks to collaborative work, peer feedback, and other resources from the Flipped classroom methodology. It was discovered that weak students were more benefited. And the drawbacks are: a) lack of compatibility in groups, b) use of the mother tongue, c) peer teachers’ anxiety, d) time management, and c) connectivity. Hence, these categories evidenced that mostly strong and average students had difficulties during the application of the method. Despite the drawbacks, results affirm this methodology was advantageous for the students’ learning. |
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